ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate. 3b- Evaluating fast processes ( erosion, volcanoes and earthquakes) to determine how the Earth has changed and will continue to change over time.
Context of Lesson:
In this lesson the students will be getting an overview on volcanoes and then will be given the period to build their own volcano. The students will have guidelines in which they have to follow including which kind of volcano which they are going to make as well as the amount of parts which they have to label. They will have to draw a diagram of what their volcano looks like on the inside. This volcano must be finished during the 50 minute class period, because the students will be using these volcanoes for the next day of class to show some of the affects of volcanoes.
Opportunities to Learn:
Depth of Knowledge
DOK 1 Recall and Reproduction- In this experiment the students will be submitting a simple science process or procedure which is like following a recipe. The students will be allowed to have freedom on what their volcano looks like, but will have certain terms which will have to be labeled.
Prerequisite Knowledge
The students should have some knowledge on volcanoes from earlier middle school classes as well as what they learned in elementary school. Students may have stories from vacations or stories they have heard from their families on volcanoes. Also students should have learned about the famous volcano in Pompeii.
Plans for Differentiating Instruction
Advanced Student- Should have a more in depth Volcano diagram which will be containing more labels than the list which was given to the students. These students will be labeling more of the parts of the volcano than the lower level students if time allows.
Lower Level Student- This student may be less likely to complete all the tasks for the day. It will be important for the teacher to keep the students on task by making sure their dough is made in a timely fashion and that proper lab safety is occurring throughout the lab. The students diagrams will be less in depth than the higher level students.
Accommodations and modifications
Some modifications for students which have trouble with following the directions would be making the dough together as a class this way the students will not be so far behind in building their volcano. The students who struggle following lab procedures will be constantly checked in on and reminded about the list of words on the board for the students to label on their volcano. For the groups of students who are lower level, they should have the teacher split up the jobs for the lab this way each student has a more concentrated task which they must complete.
Environmental factors
Students will be in groups of three or four to give them enough time to build their volcano as well as draw a diagram of what the inside of their volcano looks like.
Materials
Flour, salt, cooking oil, water, soda bottles, clay, pins, labels, textbook, and lab worksheets.
Objectives:
The goal of this lesson will be fore the students to be able to distinguish between the different types of volcanoes as well as be able to label all of the parts of the volcanoes.
This is a hands on lesson which will allow them to work in groups and show their unique creativity.
Instruction:
Opening:
To open the lesson the teacher will ask the students what they think of when they think of volcanoes. Then they will ask the students if they know of any famous volcanic eruptions or any famous volcanoes. This should ignite a discussion by the students about the eruption of Pompeii, and lead the students to stating some of the devastating effects this volcano had.
The teacher will clear up misconceptions that the students have when they are stating their thoughts on volcanoes. Then the teacher will let the students know that they will be creating their own volcanoes today in class.
Engagement:
First students will be making the dough mixture which will be used to create their volcano. The directions for this process will be on the lab sheet.
The students will then be using a bottle in the middle and then shaping the volcano which they have chosen to create around the bottle. The bottle is in the middle because the students will be exploding their volcanoes during the next class period.
The students will take 6 cups flour, 2 cups salt, 4 tablespoons cooking oil, and 2 cups of water. The mixture should create a smooth but firm substance which can be molded into a volcano. Add more water if necessary.
The students will then be drawing a diagram of what the inside of their volcano is suppose to look like. They will be able to use any resources which are in their possession such as textbooks, notes or handouts.
The students will be given a list of words on the board which must be labeled on their volcano.
Then the students will be labeling both their diagrams of the inside of the volcano as well as the volcano which they have built out of the dough. The students will be asked to sketch a picture of the volcano in the notebooks and label it this way they have this information to study for the test.
Closure:
The students will come back into their original seats and fill out their exit slips. The question of the day will be "what improvements could you have made on your volcano diagram?? What resources would allow you to create a more accurate volcano??"
The students homework assignment will be to watch this video on erupting volcanoes (Volcanic Eruption) or other you tube clips on volcanic eruptions, and take a few notes on what they saw because the next class they will be erupting the volcanoes which they have created.
Assessment:
The students will be leaving their volcanoes in the class when they are done with them, so the teacher can walk around the room at the end of the day and be sure that the students have labeled all of the parts of the Volcano.
Also the students will be handing in their diagrams of what the inside of their volcano looks like.
Students notes on the video of a volcanic eruption will be checked for a homework grade in class the next day.
Questions on the unit test will include labeling a volcano with no word bank, so it will be important for the students to grasp this concept.
Lesson Plan
Link to The Changing Earth Unit
Next Lesson
Lesson Title: Build a Volcano
State Standards:
ESS1 (5-8) POC-3 - Explain how Earth events ( over time and abruptly) can bring about changes in the Earths surface: landforms, ocean floor, rock features, or climate.3b- Evaluating fast processes ( erosion, volcanoes and earthquakes) to determine how the Earth has changed and will continue to change over time.
Context of Lesson:
In this lesson the students will be getting an overview on volcanoes and then will be given the period to build their own volcano. The students will have guidelines in which they have to follow including which kind of volcano which they are going to make as well as the amount of parts which they have to label. They will have to draw a diagram of what their volcano looks like on the inside. This volcano must be finished during the 50 minute class period, because the students will be using these volcanoes for the next day of class to show some of the affects of volcanoes.Opportunities to Learn:
Depth of Knowledge
DOK 1 Recall and Reproduction- In this experiment the students will be submitting a simple science process or procedure which is like following a recipe. The students will be allowed to have freedom on what their volcano looks like, but will have certain terms which will have to be labeled.Prerequisite Knowledge
The students should have some knowledge on volcanoes from earlier middle school classes as well as what they learned in elementary school. Students may have stories from vacations or stories they have heard from their families on volcanoes. Also students should have learned about the famous volcano in Pompeii.Plans for Differentiating Instruction
Advanced Student- Should have a more in depth Volcano diagram which will be containing more labels than the list which was given to the students. These students will be labeling more of the parts of the volcano than the lower level students if time allows.Lower Level Student- This student may be less likely to complete all the tasks for the day. It will be important for the teacher to keep the students on task by making sure their dough is made in a timely fashion and that proper lab safety is occurring throughout the lab. The students diagrams will be less in depth than the higher level students.
Accommodations and modifications
Some modifications for students which have trouble with following the directions would be making the dough together as a class this way the students will not be so far behind in building their volcano. The students who struggle following lab procedures will be constantly checked in on and reminded about the list of words on the board for the students to label on their volcano. For the groups of students who are lower level, they should have the teacher split up the jobs for the lab this way each student has a more concentrated task which they must complete.Environmental factors
Students will be in groups of three or four to give them enough time to build their volcano as well as draw a diagram of what the inside of their volcano looks like.Materials
Flour, salt, cooking oil, water, soda bottles, clay, pins, labels, textbook, and lab worksheets.Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)